The author critiques the progressive approach of two contemporary educational philosophers (English and Stengel) on the topic of fear and learning. Using a postmodern integral approach, this article examines the tendency of reductionism, individualism, and psychologism as part of a hegemonic liberalism and modernism in discourses on fear and learning commonly adopted by educators. A critical fear management/education and "Fear" Studies agenda are posited as both a location for critique of the hidden curriculum in fear studies in general, and as a new site for a more productive and emancipatory discourses on fear and "fear" for a post-9/11 world. (Contains 67 footnotes.)

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